engleski

Examining change in metacognitive knowledge and metacognitive control during motor learning: What can be learned using a qualitative focus?

This paper presents qualitative research examining metacognitive knowledge and control among children with motor learning difficulties. Using an observational approach and the qualitative analysis of verbal interactions between the child and a therapist, the findings of this study demonstrated the manner in which metacognitive competence changes over the course of a cognitively-oriented intervention program aimed at enabling more successful motor performance. The implications of using qualitative methodology are discussed.

metacognition ; motor learning ; qualitative methods

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